MULTIPLE INTELLIGENCES AND PERFORMANCE IN ENGLISH

OF FIRST YEAR COLLEGE STUDENTS AT PHARMACEUTICAL

COLLEGE OF PHU THO PROVINCE

A THESIS PROPOSAL

Presented to the

Faculty of the International Graduate Study Program

Thai Nguyen University International Training Center
Joint - Training Program
Southern Luzon State University and
Thai Nguyen University

In Partial Fulfillment of the Requirements

for the Degree Master of Arts
in Teaching English

By
Nguyen Van Son (Smith)
MATE5 Student
 August, 2010

Chapter 1
INTRODUCTION

Despite the fact that the notion of general intelligence had long been broadly
accepted by psychologists, it was replaced by multiple intelligences theory proposed by
Gardner (1983). He defines "intelligence as the ability to solve problems or to create
fashion products that are valued within one or more cultural settings". This definition
challenged the traditional psychological view of intelligence as a single capacity that
drives logical and mathematical thought. In the same direction, Gardner (1993)
described intelligence as a bio-psychological potential that could be influenced by
experience, culture, and motivational factors. He defined intelligence as the ability to
solve problems and to fashion products that are culturally valued.
Gardner’s theory (1993) proposes different and autonomous intelligence
capacities that resulting many different ways of knowing, understanding, and learning
about the world to have a156 better understanding of it. There is a constant flow of new
information on how the human brain operates, how it differs in function between
genders, how emotions impact on intellectual acuity, even on how genetics and
environment each impact our children's cognitive abilities. While each area of study has
its merits, Gardner (1993) initially identified seven different kinds of intelligence we
possess.
This has particularly strong ramifications in the classroom, because if we can
identify learners' different strengths concerning these intelligences, it is possible
accommodate different learners' capabilities more successfully based on their
orientation to learning. Gardner (1993) initially proposed there were seven intelligences
that in combinations enable people to understand and to perceive the world and to
express themselves: Linguistic, Spatial (Visual), Logical/Mathematical, Interpersonal,
Intrapersonal, Bodily-Kinesthetic, and Musical. He has more recently added Naturalistic
intelligence and has suggested that an Existential intelligence might exist, but that a
hypothesized Spiritual intelligence does not (Gardner, 1999).
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According to Gardner (1999), all human beings possess all different

intelligences in varying degrees and each individual manifests varying levels of these
different intelligences and thus each person has a unique "cognitive profile"; that is, a)
all human possess all different intelligences in varying amounts; b) Each individual has
a different composition; c) Different intelligences are located in different areas of the
brain and can either work independently or together; d) By applying Multiple
Intelligences we can improve education. (Razmjoo,2008).

Background of the Study

Majority of the students who are admitted into Phu tho Pharmaceutical
College have little opportunity to study English because most of them come from
mountainous area and ethnic minority groups. Though all students admitted into the
College encouraged to take few courses in the use of English, the content of these
English courses are inadequate for the students to acquire requisite skills in effective
use of language for communication and for the give and take of social experience. In
order to improve quality for students, the students must be helped by the teacher to
acquire those skills to use effectively for the real world.
Moreover, it is the teacher part that has great impact on the reflection and performance
of students. Apparently, teachers must invest a lot of time, energy, enthusiasm, and
intelligence to find out suitable methodology and what to include in syllabus and lesson
plan so that students will satisfy all above concerned target.
Students’ performance can be understood as students’ involvement in
classroom activities directed by teachers. To be more concrete, it is shown in
interactions between students and students and between students and teacher.
Besides, students’ performance is shown in students’ responsibility for their own
learning progress and of the whole class.
In order to achieve teaching target, English teachers must try their utmost
concerned to change their traditional ways of teaching, yet applying the best modern
teaching approach doesn't do much good for students, because they own their multiple
intelligences.
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The aim of the study is to help teachers to take advantage of the benefits of
multiple intelligences in the classroom so that each student will be recognized and
assessed according to their strongest intelligence. Furthermore, the researcher believes
that by applying the multiple intelligences to classroom work and activities, they will
encourage a variety of acceptable understandings and that students will be more
engaged and more successful in their learning and they will experience a more positive
and rewarding educational experience.
Multiple intelligences also enable teachers to engage in authentic assessment practices
because it focus on what a student learns rather than how a student learns.

Statement of the Problem

This study will determine the multiple intelligences and English performance of first year
students at Pharmaceutical College, school year 2010-2011.
Specifically, it will attempt to answer the following questions:
1. What are the multiple intelligences of the respondents?
2. What is the English performance of the respondents?
3. Is there a significant relationship between multiple intelligences and English
performance?
Hypothesis
There is no significant relationship between multiple intelligences and English
performance of the respondents.
Significance of The Study
The result of this study will be beneficial to the following:
Students
Their multiple intelligences will determine and upon knowing their different
interest based from their multiple intelligences, the teacher can adjust their
methodologies to suit to the needs and interest of the students. In this way, they will be
encouraged to participate and learn actively the English language according to their
multiple intelligences.
Teachers
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An awareness of multiple intelligence theory will stimulate teachers to find

more ways of helping all students in their classes. They can think of varied activities and
strategies that can relate to the interest and needs of the students based from their
multiple intelligences.
Administrators
The result of the study can be a base live information for planning English
curriculum. They may consider the importance of multiple intelligences in English
classes and plan varied lesson activities that can enhance and motivate students to
study English.
To future researchers
This research will lead and guide them towards further researches. They can
use this research as a basic reference for their studies.
Scope and Limitation
The research focuses on multiple intelligences and performance in English of
first year college students at Pharmaceutical College of Phu Tho. The respondents of
this study will be 80 since this is the only class that the researcher handles.
A questionnaire on multiple intelligences – English grade will be the English
performance of the students.
This study will be conducted from August 2010 to March 2011.
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Chapter 2
CONCEPTUAL FRAMEWORK

This chapter presents the review of related literature and studies that have
bearing with the present study. It also includes the research paradigm and definition of
terms.
Multiple Intelligences
Song Lei (2004) cited that in Gardner's theory, the word intelligence is used
in two senses. Intelligence can denote a species-specific characteristic; homo sapiens
is that species which can exercise these eight intelligences. Intelligence can also denote
an individual difference. While all humans possess the eight intelligences, each person
has his/her own particular blend or amalgam of the intelligences.
The following definitions of the intelligences, adapted by White and Blythe (2002), from
the originals presented in Frames of Mind, list occupation, professions, disciplines,
areas and directions an intelligence can take. But these are by no means the only
examples; nor do any of these examples or end states represent the use of any one
intelligence to the exclusion of all others. Individuals are never endowed solely with one
intelligence. Rather, all brain-unimpaired people possess all the intelligences, which
they blend in various ways in the course of creating something that is meaningful or
performing a meaningful role or task.
Linguistic intelligence allows individuals to communicate and make sense of the world
through language. Poets exemplify this intelligence in its mature form. Students who
enjoy playing with rhymes, who pun, who always have a story to tell, who quickly
acquire other languages--including sign language--all exhibit linguistic intelligence.
Musical intelligence allows people to create, communicate, and understand meanings
made out of sound. While composers and instrumentalists clearly exhibit this
intelligence, so do the students who seem particularly attracted by the birds singing
outside the classroom window or who constantly tap out intricate rhythms on the desk
with their pencils.
Logical-mathematical intelligence enables individuals to use and appreciate abstract
relations. Scientists, mathematicians, and philosophers all rely on this intelligence. So
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do the students who "live" baseball statistics or who carefully analyze the components
of problems--either personal or school-related--before systematically testing solutions.
Spatial intelligence makes it possible for people to perceive visual or spatial
information, to transform this information, and to recreate visual images from memory.
Well-developed spatial capacities are needed for the work of architects, sculptors, and
engineers. The students who turn first to the graphs, charts, and pictures in their
textbooks, who like to "web" their ideas before writing a paper, and who fill the blank
space around their notes with intricate patterns are also using their spatial intelligence.
While usually tied to the visual modality, spatial intelligence can also be exercised to a
high level by individuals who are visually impaired.
Bodily-kinesthetic intelligence allows individuals to use all or part of the body to
create products or solve problems. Athletes, surgeons, dancers, choreographers, and
crafts people all use bodily-kinesthetic intelligence. The capacity is also evident in
students who relish gym class and school dances, who prefer to carry out class projects
by making models rather than writing reports, and who toss crumbled paper with
frequency and accuracy into wastebaskets across the room.
Interpersonal intelligence enables individuals to recognize and make distinctions
about others' feelings and intentions. Teachers, parents, politicians, psychologists and
salespeople rely on interpersonal intelligence. Students exhibit this intelligence when
they thrive on small-group work, when they notice and react to the moods of their
friends and classmates, and when they tactfully convince the teacher of their need for
extra time to complete the homework assignment.
Intrapersonal intelligence helps individuals to distinguish among their own feelings, to
build accurate mental models of themselves, and to draw on these models to make
decisions about their lives. Although it is difficult to assess who has this capacity and to
what degree, evidence can be sought in students' uses of their other intelligences--how
well they seem to be capitalizing on their strengths, how cognizant they are of their
weaknesses, and how thoughtful they are about the decisions and choices they make.
Naturalist intelligence allows people to distinguish among, classify, and use features
of the environment. Farmers, gardeners, botanists, geologists, florists, and
 7

archaeologists all exhibit this intelligence, as do students who can name and describe
the features of every make of car around them.
In a recent article, "Are there additional intelligences?" Gardner examined
two more candidate intelligences, naturalist, and spiritual, but ended up rejecting
spiritual--at least for now--because it does not meet the eight criteria named earlier. He
is still amassing evidence for other suggested intelligences. For example, existential
intelligence--manifest in somebody who is concerned with fundamental questions of
existence--does not, as yet, seem to meet all criteria. If decisions about intelligences are
to be taken seriously, Gardner believes, they must depend upon examination of the
available data. So at this point, one might say that the existential intelligence is the
"half" in the 8-1/2 intelligences.

Howard Gardner's Theory of Multiple Intelligences challenges the traditional

view of intelligence as a unitary capacity that can be adequately measured by IQ tests.
Instead, this theory defines intelligence as an ability to solve problems or create
products that are valued in at least one culture.
Drawing upon findings from evolutionary biology, anthropology, developmental and
cognitive psychology, neuropsychology, and psychometrics, Gardner uses eight
different criteria to judge whether a candidate ability can be counted as an intelligence
1. potential isolation by brain damage
2. existence of savants, prodigies, and other exceptional individuals
3. an identifiable core set of operations--basic kind of information-processing
operations or mechanisms that deal with one specific kind of input
4. a distinctive developmental history, along with a definite set of "end-state"
performances
5. an evolutionary history and evolutionary plausibility
6. support from experimental and psychological tasks
7. support from psychometric findings
8. susceptibility to encoding from a symbol system
 78

When he introduced the theory in Frames of Mind, Gardner suggested that

each individual possesses at least seven such relatively independent mental abilities or
intelligences. Core operations are among the eight criteria he uses to evaluate one or
another candidate intelligence. According to his definition, a core operation is a basic
information processing mechanism--basically, something (like a neural network) in the
brain that takes a particular kind of input or information and processes it. In Frames of
Mind and his more recent writings on the naturalist intelligence, Gardner asserted that
each intelligence should have one or more of the following core operations:
Intelligence Core Operations
Linguistic syntax, phonology, semantics, pragmatics
Musical pitch, rhythm, timbre
Logical-mathematical number, categorization, relations
Spatial accurate mental visualization, mental transformation of
images
Bodily-kinesthetic control of one's own body, control in handling objects
Interpersonal awareness of others' feelings, emotions, goals, motivations
Intrapersonal awareness of one's own feelings, emotions, goals,
motivations
Naturalist recognition and classification of objects in the environment.
.(http://www.orangeusd.k12.ca.us/yorba/multiple_intelligences.htm)

From the Wikipedia (2009) readings, it has been cited that Dr. Howard
Gardner, a psychologist and professor from Harvard University, developed Multiple
Intelligences Theory (MI) in 1983. His theory is an important contribution to educational
practices and reform movements around the world. It challenges the traditional view of
“IQ” and enables educators to take a renewed look at our views about learning and
development. In the book Frames of Mind, Gardner questioned the validity of “IQ” score
in deciding human intelligence because IQ tests only measures one's ability to handle
academic subjects, and it predicts little of success in later life. He proposed that there
are at least seven basic intelligences ((1) Visual/Spatial Intelligence, (2) Musical
Intelligence, (3) Verbal/Linguistic Intelligence, (4) Logical/Mathematical Intelligence, (5)
 9
8

Interpersonal Intelligence, (6) Intrapersonal Intelligence, and (7) Bodily/Kinesthetic

Intelligence). And recently, in 1996, Gardner the Wikipedia added the eighth
intelligence--naturalist intelligence to his theory. Gardner pointed out that “it is not if you
are smart, but how you are smart.” (Gardner, 1983) The following criteria have been
used in MIT to identify intelligence: it “entails the ability to solve problems, it involves a
“biological proclivity,” it has “an identifiable neurological core operation or set of
operations” and it is susceptible to encoding in a symbol system…which captures and
conveys important forms of information” (Gardner 1999: 15-16). These different kinds of
intelligences reflect learners’ myriad ways of interacting with the world. Although each
person possesses all intelligences to some degree, some intelligences are more
strongly exhibited than others. By various stimuli and education, MI can be nurtured and
strengthened or ignored and weakened
With the reference of Armstrong (2000), four points are listed below to
display a few of the key ideas of MI theory.
o First, each person possesses capacities in all intelligences. Some people
perform extremely high levels of functioning in all intelligences while others tend
not to display many, if any. Most of us, however, appear to possess some highly
developed intelligence as well as some weak ones.
o Second, most people have the capacity to develop each intelligence to an
adequate level of competency. The combination of the environmental influences
such as school instruction, parents, and exposure to cultural activities can
strengthen or weaken certain intelligence. If given appropriate instruction and
encouragement, all intelligences can develop and reach to a higher level.
o Third, intelligences usually work together in complex ways. No intelligence works
alone because intelligences always interact with each other. For example, to
make a cake, one should read the receipt, weigh the flour, and decide the flavor
to satisfy all members of the family and one’s own preference. The process of
making a cake needs the intelligences such as linguistic, logical-mathematical,
interpersonal, and intrapersonal intelligences.
o Fourth, there are many ways to be intelligent within each category. In other
words, one can perform each intelligence in different ways. For example, a
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8

bodily-kinesthetic person cannot dance well, but is highly bodily-kinesthetic

because he can make manual products well.
According to Bakic-Meric (2003) the theory of multiple intelligences is
considered an innovation in both teaching and learning English language because it
helps students develop all the eight intelligences that are grouped as verbal/linguistic,
logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal,
intrapersonal and naturalist. The aforementioned intelligences are thought to represent
ways in which individuals understand and perceive the world, solve problems and learn.
Correspondingly, by focusing on the problem solving activities, teachers, by
implementing theory of multiple intelligences encourage students not only to build-up
their existing language knowledge but also learn new content and skills. The
implementation of the theory of multiple intelligences in teaching the English language
at the University of Niš Medical School has had a positive impact on learning English
language and increased students' interest in language learning.
Generally speaking, this theory offers a better understanding of students’
intelligence and a greater appreciation of their strengths. It provides numerous
opportunities for students to use and develop all the eight intelligences not just the few
they excel in prior to enrolling a university or college. Acta Medica Medianae
2010;49(2):15-19.
In the study of Meric she concluded that the implementation of the MI theory
in the English language classes at the University of Niš Medical School has had a
positive influence on both teaching and learning English language and has enhanced
students’ interest in the language up to the present. Rather than functioning as a
prescribed teaching method, curriculum, or technique, the MI theory applied in ELT at
the University of Niš Medical School is always of understanding students’ intelligence,
which the teacher can use as a guide to develop lecture activities that address multiple
ways of learning and understanding. The MI theory offers a richly diversified way of
understanding and categorizing human cognitive abilities, and combinations of abilities,
heightening awareness of what makes learning possible and effective for individual
students. Moreover, teaching strategies grounded by the MI theory offers students
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choices in the ways they will learn and demonstrate their learning. By focusing on
problem-solving activities that draw on multiple intelligences, these teaching strategies
encourage learners to build on existing strengths and knowledge to learn new content
and skills. To their end, the implementation of the MI theory in the English language
teaching at the University of Niš Medical School offers a better understanding of
students’ learning preferences and a greater appreciation of their strengths. Students
likely become more engaged in learning as they use learning modules that match their
intelligence strengths that, in addition, increase students’ engagement and success in
learning.

Research on the Multiple Intelligences

Several researchers have devised methods for measuring students' profiles of

intelligence (Teele,1996; Moll 2000.). Since Gardner (1983) has expressed caution
when "labeling" students, it is advisable to consider one's reasons for employing a
profile. Teele argues that "learning must become personalized for all students" (p. 75).
One method of personalizing learning is to allow students an opportunity to understand
how they think. Teele has developed a profile called the Teele Inventory of Multiple
Intelligence (TIMI) which is a forced choice pictorial inventory containing 56 numbered
panda bears representing each of the original seven intelligences. Students are
provided with 28 opportunities to make their selections between two choices (Teele).
After analyzing more than 6000 answer sheets, Teele discovered that the intelligences
fluctuate with age. For example, students at the primary level demonstrated a much
higher preference for the verbal-linguistic and logical-mathematical intelligences
than middle and high school students who demonstrated strengths in the interpersonal,
bodily-kinesthetic, spatial, and musical intelligences. MI profiles help students become
aware of their intelligences—both the strengths and the weaknesses—so that their
learning becomes personal. According to Teele: "Intrinsic motivation, positive self-
image, and a sense of responsibility develop within students as they become
stakeholders in the educational process and accept responsibility for their own actions"
(p. 72). Students who realize that they have intelligences in which they excel—even
 12

if they are not the traditional intelligences—will develop a more positive attitude toward
school. Many educators have argued that MI improves students' attitudes (Campbell,
1997; Campbell, & Dickinson, 1992; Smagorinsky, 1991, 1995a, 1995b, & 1996), but
they have not supported their arguments with research. For example, Campbell et al.
say that some of the by-products of MI include better attitudes, fewer behavior
problems, improved self-concept, development of cooperation and leadership skills, and
development of a love of learning. According to these educators, MI has an impact on
the whole person (Campbell et al.). If the whole student is considered, other areas,
including attitude and academics, also improve (Campbell et al.). According to
Smerechansky-Metzger (1995), MI ultimately becomes a motivational tool which
supplies the self confidence required to achieve academic success.
Mettetal, Jordan, and Harper (1997) investigated the impact of a MI
curriculum in an elementary school. They used observation and survey for data
collection. On the basis of their analyses of the data, three themes emerged “(a)
students, teachers, and parents were very positive about the concept of multiple
intelligences; (b) they were positive about school-wide implementation, including flow
time, activity room, and enrichment clusters; and (c)classroom implementation of MI
concepts was uneven across classrooms” (p. 115). The researchers highlighted the
importance of MI in changing the attitudes of both teachers and students.
Kornhaber (2000) investigated three alternative assessments for identifying
students who are different in terms of their gift. Each of these assessments was based
on the MI theory. Qualitative data were collected and it was found that “no assessment
criteria; each met a different subset of the eight” (p. 143). Kornhaber concluded that
enhancing equity for under-served students is a very important goal.
Supon (2000) explained the use of the MI theory and rubric design to
evaluate student learning. The utilization of ‘how’ various assessment procedures can
be used in the K-12 classroom as well as means to access quality results by preparing
teacher-created rubrics is discussed. It is argued that weaving the MI into a rubric
design provides the teachers with challenging and rewarding tools for assessing
learners’ performance.
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Snyder (2000) sought to determine the relationship between learning styles

and academic achievement of high school students. The results of the study suggested
that the majority of high school students were Tactile/Kinesthetic and Global learners.
The researcher successful classroom.
Chan (2001) conducted a study to “assess the variability of the use of a self-
report checklist identifying aspects of giftedness in a sample of 192 Chinese secondary
students from a multiple intelligences perspective” (p. 215). In order to compare the
students, their IQs, creativity, and leadership characteristics were also assessed. It was
found that participants perceived the seven intelligences almost as distinct abilities.
However, “the self-estimates of the various intelligences did not generally predict the
conventional measures, suggesting that the seven intelligences and the conventional
measures provided independent and possibly complementary information on aspects of
giftedness” . Chan also discussed the significance of developing profiles of strengths
and weaknesses from an MI perspective for programming and identification purposes.
Osciak and Milheim (2001) focused on MI strategies which could be
implemented with web-based instruction. They stated that “utilizing the principles of
Multiple Intelligences theory and the dynamics of the Internet allow instructional
designers to develop learning experiences that are diversified, exploratory, guided, and
soundly constructed”. They also mentioned that using Web designs allows the
educators to “create instruction that meets and exceeds expectations” (p. 358). Then,
opportunities are geared to various intelligence types and appeal to a diversity of
language learners. They also argued that Web-based instruction is a much flexible type
of instruction on the basis of which all intelligences could be represented and “cultivated
regardless of the physical location of the student.”
Gaines and Lehmann (2002) described an MI-based project aimed at
improving learners’ reading comprehension ability. They conducted a study and
investigated fourth grade students in a major metropolitan city. They also took the
socioeconomic status of the students into account. The motive for conducting the
research was recognition of the students’ deficiency in reading comprehension. The use
of MI strategies was found to improve the students’ reading comprehension ability and it
enhanced their academic performance as well..
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Chan (2003) assessed MI in a group of Chinese secondary school teachers

in HongKong. The consistency between the teachers’ areas of responsibilities and their
multiple intelligences was explored. As for teachers relative strengths in interpersonal
and intrapersonal intelligences and weaknesses in visual-spatial and bodily-kinesthetic
intelligences were generally reported. When age was held constant, arts/music/sports
teachers reported to have greater strengths in musical intelligence compared with
language and social studies teachers, and guidance teachers also were found to have
greater strengths in intrapersonal and interpersonal intelligence. Utilizing the eight
intelligences as predictors, interpersonal intelligence was found to be a significant
predictor of the teachers’ self-efficacy in helping other individuals. Chan discussed the
implications of the findings in light of the current Hong Kong education reform
movement and the inadequacy of teacher education programs in Hong Kong” .
Mbuva (2003) focused on the implementation of the MI theory in 21st century
teaching and learning environment. He suggested that MI theory is an effective teaching
and learning tool at all levels. Mbuva examined various types of intelligences, offered a
definition of MI and discussed the historical developments of MI. He further argued
about the application of the MI into the classroom social environment. The researcher
concluded that “traditional ways of understanding pedagogy, and static methods of
teaching, are giving way to the new classroom examination and application of the MI.”
He also noted that teachers should take account of the cognition, language, and culture
of each of their students. Rule and Lord (2003) edited an activity book containing 13
curriculum units which are designed to help learners who need special help including
gifted students with enhanced instruction. To this end, Bloom’s level of cognitive
understanding and Gardner’s MI theory were utilized to provide a framework for
individualized instruction. Bloom’s taxonomic levels and Gardner’s eight multiple
intelligences are the basis of the activities.
McMahon et al. (2004) conducted a study to evaluate the reliability of an
instrument They also sought to determine the relationship between intellectual
preferences and reading achievement. Results of their study indicated that the TIMI
subscales were found to be poor to moderate in terms of reliability. Those students who
scored higher on logical mathematical intelligence were found to be more likely to
 15

“demonstrate at or above grade level reading comprehension scores compared with

students who scored lower on logical mathematical intelligence, but none on the other
MI scales was predictive of student achievement” .
Loori (2005) conducted a study in which the differences in intelligences
preferences of ESL male and female students are investigated. Ninety international
students at three American universities took part in this study. The results showed that
“there were significant differences between males’ and females’ preferences of
intelligences. Males preferred learning activities involving logical and mathematical
intelligences, whereas females preferred learning activities involving intrapersonal
intelligence.”
In the study of Razmjoo (2004) where he determined if multiple intelligences
is significantly related to the language proficiency of college students in Iran, he found
out that there is no significant relationship between language proficiency and multiple
intelligences as a g-factor and language proficiency and each of nine-intelligence types.
Based on the multiple regression analysis, none of the intelligence type could predict
the Iranian's English language proficiency The independent sample t-test indicated that
there is no significant difference between males and females in terms of types of
intelligences or combination of intelligences.
The aforementioned readings on the review of literature and studies gave the
researcher the basic backgrounds on how he will formulate his conceptual framework.
The study will be similar to the previous study in terms of finding the relationship of
multiple intelligences and English performance of the college students. This study will
be different from the previous study in terms, of locale, setting, and kind of respondents.

Research Paradigm
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Independent variable Dependent variable

Multiple intelligences
- Linguistic
- Logical-mathematical
- Musical
- Spatial
- Bodily-kinesthetic
- Interpersonal English performance
- Intrapersonal
- Naturalist

Fig 1: Multiple intelligences and English performance of the first year college students

Multiple intelligences including linguistic, logical-mathematical, musical, spatial, bodily-

kinesthetic, interpersonal, intrapersonal and naturalist will measure academic
performance which is English performance of students in English learning classes.

Definition of Term
- Multiple Intelligences refers to varied abilities of learning English among students
- English performance refers to the reflection of the matter and learning of the students
- Linguistic refers to the ability to use language
- Musical refers to the ability to create, perform, and appreciate music
- Logical-mathematical refers to the use of logical methods and to solve mathematical
problems
- Spatial is to use and manipulate space
- Bodily-kinesthetic refers to the ability to use one’s body
- Interpersonal refers to the ability to understand others’ needs, intentions, and
motivations
- Intrapersonal refers to the ability to understand one’s own motivations and emotions
- Naturalist refers to the ability to recognize, identify, and classify objects
 Chapter 3
RESEARCH METHODOLOGY

This chapter presents the locale of the study, research design, population
and sampling, research instrumentation, date gathering procedure and the statistical
treatment applied in conducting study.
Locale of the study
This study will be conducted at Phu Tho Pharmaceutical College in Viet Tri City where
the researcher is a full-time faculty member.
Research Design
This study will use descriptive method because it involves multiple intelligence
categories to measure and motivate English performance among students.
Population
The researcher will use 80 respondents, 50 females and 30 males in the study since
this is the only class handled by the researcher. All of his students are included as the
research respondents.
Research instrumentation
The researcher will use a questionnaire on multiple intelligences and English grade will
be the English performance.
Data Gathering Procedure
A letter will be sent to the Principal of Phu Tho Pharmaceutical College by the
researcher to ask for his permission. Upon approval, the researcher will administer the
questionnaire on multiple intelligences, retrieve the questionnaire. The instrument will
be analyzed, tabulated and interpreted and statistically treated.
Statistical Treatment
Pearson r will be applied to calculate between the multiple intelligences and English
performance.